Evaluating the perceived effectiveness of video podcasts as a learning resource for geography

Abstract

This paper examines undergraduate student perceptions of the learning utility of video podcasts, with particular reference to their understanding of exotic ecosystems. The podcasts were made accessible to students through a virtual learning environment, either on-line or to download to mobile technology. The perceived effectiveness of the technology was assessed by written questionnaire and focus groups. Students watched the podcasts numerous times, largely within a week of lectures and/or during revision. They agreed that the podcasts were effective in supporting learning and teaching on the module, largely by offering a flexible and visual learning experience. The podcasts were also perceived as a useful resource for revision and assessment, providing visual images that stimulated factual recall and highlighted knowledge gaps. The key to improving the student learning experience lies not in altering the podcasts, but in reflexively developing the pedagogic strategies employed by teachers and learners.

Introduction

Whilst much has been written on the potential of podcasting in higher education, little empirical evidence exists concerning how students engage with podcasts and, more particularly, how they influence learning in positive ways (France and Wheeler, 2007; Winterbottom, 2007; Lynch et al., 2008; Salmon and Edirisingha, 2008). The research presented here complements work undertaken on the IMPALA 2 project by utilising audio-visual material from field locations to supplement thematic lecture material, hence combining two of eight pedagogical approaches examined discretely under IMPALA 2 (Nie, 2008; Nie et al., undated). The aim of the project was to assess student perceptions of the learning utility of video podcasts, with particular reference to their understanding of exotic ecosystems within a Level 2 undergraduate module delivered at the University of the West of England (UWE), Bristol entitled ‘Biogeography and Conservation’. This is an optional module on an applied physical geography programme. Whilst the authors do not wish to suggest a replacement of student field visits with video podcasts, there may be utility in bringing the ‘outside’ (especially exotic locations) into the classroom and/or wider learning experience in order to exemplify novel processes and concepts.

The specific objectives of the project were to:

1. Examine student engagement with podcast technology (locations, times and methods of use);

2. Assess the perceived value of podcasts by students as a learning resource (both benefits and disadvantages);

3. Assess the perceived value of podcasts by students for revision and summative assessment

Methods

Podcast preparation

Six video podcasts were created which articulated specific session learning outcomes. The podcasts provided a visual representation of environments and processes discussed in lectures and seminars. Two environments were represented: hot deserts and tropical rain forests, with three podcasts created per ecosystem (Table 1). Each podcast was approximately 15–20 minutes in duration and was made available via a Virtual Learning Environment (VLE). Students were offered timetabled computer laboratory slots for viewing the podcasts as well as being able to download them to their own mobile platforms (laptops, iPods™ and iPhones™).

Table 1 The content of the video podcasts used in the research.

Hot Desert	Tropical Rain Forest
1) Types, climate and vegetation survival mechanisms (14.57 minutes)	1) Occurrence types and vegetation characteristics (21.28 minutes)
2)Habitat variability, local resource partitioning and community characteristics (14.10 minutes)	2)Biological diversity over space and time (17.47 minutes)
3)Animal survival mechanisms and synecological interactions (13.54 minutes)	3)Destruction and management (20.28 minutes)

Evaluating the effectiveness of the podcasts

A written questionnaire was administered to students on the module one week after the final ecosystem session. Twenty-four students responded to the survey, a response rate of 73%. Engagement with the podcasts was primarily measured through frequency counts, whilst perceptions of the utility of podcasts as a teaching and learning resource were measured predominantly using a Likert attitudinal scale. To gain deeper understanding of factors that might have influenced engagement, and to further explore perceptions of the resource, open-ended questions were included throughout.

To allow qualitative exploration of the more quantitative questionnaire responses, the students were invited to participate in focus groups. The first session was undertaken immediately post- questionnaire, with two classes of 12 students. These lasted 35–40 minutes and consisted of 10 broad questions that expanded on those in the questionnaire. The second session took place after the summer exams, to examine whether students engaged with the podcasts in their revision and how they perceived the podcasts had aided them with their exam answers. Two classes of four and six self-selecting students took part in discussions lasting 40–50 minutes (n=10, response rate of 30%).

Results

Student engagement with the podcasts

At the close of the ecosystem teaching block, 22 out of 24 respondents had watched at least one of the six podcasts and over half had watched at least three podcasts. There was evidence of multiple viewing, especially with respect to the earlier podcasts (Deserts 1 watched by 20 respondents between one and four times). Later podcasts had not been watched by as many students or with as great a frequency (Rain forests 3 watched by five respondents once or twice). Students commonly cited a lack of time for not watching the later podcasts. Many students commented that they intended to watch podcasts (both viewed and non-viewed) at a later date, typically as part of their revision:

“I will watch the podcasts during revision … I believe this will utilise the material more effectively. It will also stimulate learning and revision pre-exam”

“Visual link to lecture material, will be good for revision”

Students were asked how and where they accessed the podcasts and their responses indicated that they largely elected to engage with the technology at home, split almost equally between accessing the Faculty VLE remotely (15 respondents) and downloading files to their laptops (13 respondents) (note that some students accessed the podcasts in more than one way.) The majority of respondents (18 out of 22) reported no problems with accessing the files and all but one (who expressed “no view”) agreed/strongly agreed that they were easy to use. Where problems were reported, they related to the speed of downloads, typically associated with older equipment. Watching the podcasts at home on a laptop was perceived to be the most convenient option, providing flexibility for students in terms of when they watched them and how they utilised them:

“I chose to watch it on my lap top at home … so that I could start and stop when I needed to. I could also make a good series of notes from them”.

In terms of mobile technology, a small number of respondents (n=4) elected to watch the podcasts via their iPods™. They indicated that they watched the podcasts at home or whilst travelling:

“iPod is a good, convenient way to watch them. Useful on train journeys”

“Flexibility of watching them when I had a spare five minutes and could access them from anywhere”

Only three people watched the podcasts on campus via the Faculty VLE and these students indicated that they progressed to watching the podcasts via the VLE or by other means at home. They particularly noted the convenience of viewing at home without disturbing other people in the computer laboratory.

In terms of when students accessed the podcasts, ten stated that they accessed them within a week of each lecture, with a further seven indicating that they watched them before the close of the desert and rain forest teaching block. Only two respondents used the allocated slots to watch any of the podcasts. Over half of the respondents (n=15) watched the podcasts outside usual working hours, between 6pm and 8am.

Evaluating the effectiveness of the podcasts as a learning resource

Students were asked to rate the overall utility of the podcasts as a teaching and learning resource on a scale from 1 to 5, where 1 was “not very useful” and 5 was “very useful”. Nineteen out of 22 respondents rated the podcasts as 4 or 5 (Figure 1). When this broad evaluation was deconstructed by asking students to indicate how far they agreed with more specific statements about the learning utility of the podcasts, all agreed/strongly agreed that they could access them whenever they wanted, 19 agreed/strongly agreed that they could access them wherever they wanted, and 16 agreed that they were able to pace their learning with them (Figure 2). Students commented in the open-ended questions:

“It was good being able to refer to the information unlimited times whenever I wanted”

“I was able to go over them at my own pace and was able to watch them more than once, which means you don't miss any information”

Figure 1 Student perceptions of the overall utility of the podcasts as a teaching and learning resource.

Figure 2 Specific student perceptions of the learning utility of the podcasts.

Both the open-ended questions and post-questionnaire focus groups elucidated other useful attributes of the podcasts for student learning. The benefit of “accessing” remote environments and thereby establishing their context was noted by a number of respondents:

“Not all the locations will be accessible, so good to see them via podcasts. Puts information into context”

“By showing the environment in context it helped me to remember key points”

These quotations also highlight an associated issue. Students perceived that the visual nature of the podcasts, bringing material to life, helped them with their understanding:

“Seeing the environments the lecture material is based on — helped visually to understand the context. It is easy to feel detached from the environments we learn about on the course, especially having not been there. The podcasts helped the understanding of the environments”

“They are visual and so you can associate some subjects with a picture. Visually being able to look at the plants and species helped me to link together all my learning”

The podcasts provided variety in the teaching and learning experience on the module, extending resources beyond lecture material and textbooks, and further facilitating understanding:

“… they supported the lecture notes and added more detail, so verified parts that I didn't fully understand”

Students were asked in the questionnaire to identify the extent to which podcasts helped them with specific aspects of their learning. They responded favourably with respect to the extent to which podcasts helped them to remember facts. Nine students agreed “greatly” with this statement and the remaining 13 agreed “partially” (n=22). The comprehension of processes did not receive such a favourable response. Seven students agreed “greatly” with the statement that podcasts helped them to understand processes and 12 agreed “partially”. Additionally, 21 students agreed/strongly agreed that the podcasts helped them to actively engage with their learning (n=22) (Figure 3).

Figure 3 Student perceptions of specific aspects of learning as supported by the podcasts.

When asked to compare the podcasts directly with other teaching and learning methods, there was a general perception that the podcasts were more useful than seminars and reading. However, they were perceived as equivalent to, or less useful than, lectures and field work. It was noted that podcasts should not be used as an alternative to lectures, but as a supporting resource. As one student commented:

“I think that podcasts are a good idea but they shouldn't be more important than lecture notes”

The questionnaire and follow-on focus groups concluded by asking students how the podcasts themselves, or their use in the module, could be improved. Respondents commented upon integrating the flexible technology into the scheduled sessions to allow interaction and feedback:

“could be used as part of a lecture or as a seminar with group discussion”

The focus groups clearly highlighted the importance of students being able to interact with podcast content and having the facility to ask questions immediately in order to chart their progress and understanding:

“Have questions on them … so it's more interactive … instead of just watching it you actually interact with it … maybe have feedback in seminars”

Overall, however, comments for improvement were concerned with deploying the podcasts over further parts of the module (and even across the programme):

“A podcast to support key topics is very good — summarises points as good revision aid. If all modules had visual learning it would be very beneficial”

Evaluating the effectiveness of the podcasts for revision and summative assessment

Responses from the questionnaire survey undertaken at the close of the ecosystem teaching block indicated that students expected the podcasts to help with their module revision and examination (22 out of 23 respondents). Respondents stated repeatedly that they would access the podcasts prior to revision, because the resource offered an accessible method of revision in a variety of ways:

“They are a good source of information and can be watched more than once to test yourself”

“Getting away from books helps, different methods keep me interested and concentrating … to supplement my learning with watchable revision”

“It will allow me to think of the podcast images which could trigger key points to my answers”

Half the respondents made specific reference to visual learning associated with podcasts and the fact that they expected this to be an easier way to learn and remember information and subsequently extract it in relation to assessment when compared to reading written material.

Following the module examination, responses in the focus groups (n=10) indicated that the podcasts were universally perceived as useful/very useful for revision and assessment. On average, with respect to frequency of viewing, each of the respondents watched each podcast twice as part of their learning and revision activities. In terms of when the podcasts were watched, there was a duality of engagement, with students viewing podcasts within a week of the lecture and/or at a later date in support of their revision. It remained common for students to watch the podcasts outside of usual working hours (between 6pm and 8am).

The reasons cited regarding the usefulness of the podcasts as a revision aid included:

“They provided visual references … useful for an essay structure guide”

“visual aspect of podcasts helped with remembering key things — I was able to picture images from the podcast in my mind. They were also an enjoyable alternative to revising with books”

“… allowed me to assess how much I had actually remembered and how much I needed to re-read, or read first time”

Discussion

Students engaged with the podcasts, watching them numerous times largely within a week of lectures and/or during revision for module assessment. It was intended, through the deployment of podcasts in multiple formats, to empower students to elect when, where and how to use the technology, fitting it to individual learning styles (Hartley and Bendixen, 2001). The results highlighted the creation of flexible spaces and times of learning (Lynch et al., 2008), for using the technology. The exotic ‘outside’ was brought into the learning experience, but not necessarily into the classroom and often not within working hours. Students tended to watch the podcasts at home, but some opted to view them during bus/train journeys. The traditional learning space of the classroom was expanded by technology into user-defined informal spaces, which were both spatially and temporally fluid in nature.

The convenience and flexibility of accessing the podcasts at home and engaging with their content by making written notes was highlighted by many respondents, as was the ability to repeat viewings in order to retrieve information, clarify issues and highlight knowledge gaps. Thus, although the visual nature of the podcasts was relatively novel in terms of teaching methods, the way in which students integrated podcast information into their learning experience was often traditional. This linking of traditional with virtual learning mediated spatial flexibility more so than temporal flexibility.

There was agreement amongst students that the podcasts could be used as a resource to support learning and teaching on the module (Salmon and Edirisingha, 2008). They were keen to stress, however, that podcasts should not replace lectures and field trips, but be used as an additional resource. The visual aspect of the podcasts — seeing specific environments and ecological processes in context — was considered to be a key strength of the resource, giving students access, albeit remote, to external environments. Podcasts were useful for visual learners (Felder, 1993) and hence, in conjunction with other teaching methods, added variety to the learning resources.

The podcasts were perceived as a useful resource for revision and assessment. Students commented that podcasts provided visual images that helped them to remember facts, highlighted their knowledge gaps and, during the exam itself, triggered their memories and offered a structure for their answers. What is notable in terms of revision is that some students, in repeatedly accessing the “original” material, did not compile summary notes. This offers advantages and disadvantages in that, whilst they referred repeatedly to detailed information in context (an activity not undertaken as frequently with respect to written text), they did not necessarily process the podcasted material nor synthesize it to make synoptic revision notes. Connected to this, students perceived the primary strength of the podcasts to be helping them remember facts, as opposed to facilitating their understanding of processes. There is a need, therefore, to anchor the flexibility of the technology within more traditional learning frameworks such as seminar discussions, following Vygotsky's (1978) theory of social interaction and cognitive development. Such interactive discussion might help students move from the acquisition of factual information to the understanding of ‘threshold concepts’ and ‘troublesome knowledge’ (Meyer and Land, 2006). Thus, although learning can be undertaken autonomously by students in technological spaces, constructivist approaches to learning recognise the importance of communities of learners and the social construction of geographical knowledge.

Conclusions and changes for the future

While student responses were positive in terms of engagement with and utility of podcasts in support of learning and teaching, issues have arisen that need to be addressed if the technology is to be both extended and integrated successfully into the teaching and learning toolkit. The key to improving the student learning experience with regard to video podcasts lies not in altering the podcasts themselves, but in reflexively developing the pedagogic strategies employed by both teachers and learners. Of primary importance here is the need to deploy podcasts strategically in two senses:

1. To blend multiple spaces of learning from the technologically virtual to the spatially defined classroom in order to enrich the student learning experience;

2. To unite the individual learning experience of podcasts with group exploration and discussion in a collaborative learning framework.

Over the academic year 2009–2010 independent viewing of podcasts will be integrated with group seminar sessions to prompt the discursive engagement of students and to test their knowledge and understanding. Such linkage with formal sessions might help to foster higher order skills such as critical reflection.

The majority of respondents agreed that the use of podcasts could be extended within the undergraduate programme, especially to teach about environments that are difficult to access. As such, it is expected that podcasts will be selectively introduced into a Level 2 ‘Extreme Environments’ module over 2010–2011, following a review of their second year of implementation in ‘Biogeography and Conservation’.

Acknowledgements

The authors would like to thank the students who took part in the evaluation process. Thanks are also extended to Sally Everett (Bedfordshire) for her fieldwork assistance, and to Steve Brown and Simon Spokes (UWE) who advised and aided JH with podcast production. The research was funded by a Small-Scale Project Grant (2008–2009) from the Higher Education Academy GEES Subject Centre.